Complete the class entry routine and start the warm-up
When to use this goal
For secondary students who linger in the doorway, chat, or sit without materials until the lesson is underway. Scores the entry routine as steps. Base the choice on a checklist over several periods. Starting work itself is task-initiation; this template covers the whole entry.
- Baseline
- Score 5 class periods with the checklist and note which steps are missed. Entering late and starting the warm-up are the usual gaps. Confirm the routine is posted and the same each day; a routine that changes cannot be scored this way.
- Tips
- Edit the steps to match the class; remove the homework step if there is none. A door greeting is a strong support and should be faded last. Score at 3 minutes after the bell; later steps do not count. Pair with a task-initiation goal if the warm-up is started but not continued.
- Limits
- Passing-period incidents (a peer conflict, a long walk from the gym) affect entry; note them. Does not measure warm-up accuracy or completion.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-008.
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Goal
By the annual IEP review date, at the start of a class period with the entry routine posted (seat, materials, warm-up task), the student will complete the class entry routine within 3 minutes of the bell, performing at least 5 of 6 steps independently, on 8 of 10 consecutive scored class periods, as measured by a task-analysis checklist collected daily in 1 to 2 agreed class periods.
Baseline: 2 of 6 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Classroom Expectations & Routines.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 2 of 6 steps independently.
- Annual goal386 characters
- By the annual IEP review date, at the start of a class period with the entry routine posted (seat, materials, warm-up task), the student will complete the class entry routine within 3 minutes of the bell, performing at least 5 of 6 steps independently, on 8 of 10 consecutive scored class periods, as measured by a task-analysis checklist collected daily in 1 to 2 agreed class periods.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a class period with the entry routine posted (seat, materials, warm-up task)
- Behavior
- The student will complete the class entry routine within 3 minutes of the bell
- Criteria
- Performing at least 5 of 6 steps independently, on 8 of 10 consecutive scored class periods
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily in 1 to 2 agreed class periods
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 8 of 10 consecutive scored class periods
- Collection schedule:
- daily in 1 to 2 agreed class periods
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of a class period with the entry routine posted (seat, materials, warm-up task), the student will complete the class entry routine within 3 minutes of the bell, performing at least 5 of 6 steps independently, on 8 of 10 consecutive scored class periods, as measured by a task-analysis checklist collected daily in 1 to 2 agreed class periods.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Enters the room before the bell | ||||||||
| 2. Puts the phone or personal items in the designated spot | ||||||||
| 3. Sits in the assigned seat | ||||||||
| 4. Takes out the required materials | ||||||||
| 5. Begins the warm-up task within 3 minutes of the bell | ||||||||
| 6. Turns in homework or the exit ticket from the previous day if due | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.